Is online learning the best option? The answer depends on each individual learner. Regardless of age, background, or characteristics, everyone learns differently, and sometimes online learning must be carefully considered. Use this wiki page to help your colleagues edit and develop a solid online learner readiness survey.
Aaron Itczak's Survey Questions (Sorry that the format/chart is a bit messed up now) :) I used some of our classmates' quotes from the debate papers. They were really good quotes that justified some of the questions I thought of--I hope that was okay! Do we edit each others questions--right here? We just start changing things around? Students:
1. What does distance learning mean to you?
A right or wrong answer does not exist for this question. Its purpose is to evaluate the attitude of the student towards distance learning, which may also provide insight into the types of courses (resources) offered (additional information will be provided through the following questions). The effectiveness of distance learning is based on … instructor’s understanding of the target population and their instructional needs rather than excessive attention to innovation and delivery systems” (Omoregie, 1997).
2. What are your reasons for wanting (or not wanting) distance courses offered through our university?
Knowing the motivation and attitudes of the students (just like the instructors) is crucial. If students are looking for easy credits as opposed to unique learning opportunities, then the types of courses offered need to be reviewed. Academic dishonesty has the potential to occur more frequently in distance education courses because the instructor is not directly present. (Davis, Kennedy, Nowak, Raghuraman, & Thomas, 2000).
3. Please rank the following methods of distance education with 1 being the form you least like to use and 6 being the most.
_ Watch course on television
_ Online discussions/chats
_ Podcasting
_ Some in-class meetings
_ All through mail
_ Totally online (individual)
After all of the students have been surveyed, total the numbers for each category and rank them. This will distinguish the types of media is desired by the student population for distance education. Students are more apt to participate and be successful when they are provided choices in the education.
“Virtual educators view student participation as the key to a successful distance learning course” (Snyder, 2007).
Davis, S., Kennedy, K., Nowak, S., Raghuraman, R., & Thomas, J. (2000). Academic dishonesty and distance learning: Student and faculty views. Gale Cengage Learning. Retrieved September 13, 2008, from http://findarticles.com/p/articles/mi_m0FCR/is_2_34/ai63365187
Draves, W (2000). Teaching online. River Falls, Wisconsin: LERN Books
Omoregie, M. (1997). Distance education technology for the new millennium: Compressed video teaching. ZIFF Papiere. Hagen, Germany: Institute for Research into Distance Education. (Eric Document Reproduction Service No. ED 389 931).
Palloff, R. & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass
Snyder, T. (2007). Virtually real: Online teachers bring new energy and expertise to the traditional classroom. Edutopia, 3(6), 41.
Souder, W. (2002). The effectiveness of traditional versus satellite delivery in three management of technology master’s degree programs. Retrieved September 20, 2008, from http://www.ajde.com/index.htm
Q1: What is your reason for taking a Distance Learning Course:
Answers:
A: I can not physically attend the course.
B: I can not attend the class at a specific time/place
C: The class does not fit into my existing attending schedule.
D: Convenience (I don’t WANT to attend a traditional class) A student’s reason for attending is important.
Justification: “…self-selection is important, as focus and motivation are necessary for success in a distance learning program” (Midkiff, 2000).
Q2:Do you consider yourself a focused and highly motivated student?
Answers:
A: Yes
B: No
C: Don’t know
Justification: “Distance learning programs, in general, target non-traditional students who tend to be focused and highly motiviated” (Midkiff, 2000).
Q3: Do you prefer a traditional course over a distance learning one?
Answers:
A: Yes
B: No
Justification: “If all other factors are equal, most students and faculty prefer live, in-person interaction as offered by traditional courses” (Midkiff, 2009).
References
Midkiff, Scott F. and DaSilva, Luiz A. (2000). Leveraging the web for synchronous
versus asynchronous distance learning. Received from http://www.ee.vt.edu/~ldasilva/icee00.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education, (4th ed.). Boston: Pearson Allyn & Bacon.
Mark Sienicki - survey Qs
9/21/8 & 9/26/8
These are survey questions I created to survey students about their experience using online course content. I wanted to find out who had experience. What kind of experience they had and what assets they found most useful. These were college freshmen for the most part. For this reason, I decided to make some the language a bit general because some students may have had online experience prior to the survey, while others may have just begun using Blackboard for the first time this term. Questions 1, 2, 3, and 5 were purely exposure questions. I wanted to see how much actual experience there was "out there" vs. what I thought. Questions 4 and 6 were designed to find out what types of online instruction delivery systems (Hypertext docs, MS word docs, PPT, video, etc.)
Online Course Content Survey
Circle the answers below that best describe your experiences with online course content.
1. Have you taken a course anywhere that used an online component (ex. Website, Course Management Software)?
Yes No
2. Have you taken a course at PUC that used an online component (ex. Website, Course Management Software)?
Yes No
3. Have you taken a course at PUC that used the Blackboard Course Management System?
Yes No
4. Did the online course content include:
Online textbook Yes No
Other online texts (workbooks, study guides) Yes No
PowerPoint or other visual presentations Yes No
Additional web linked resources and readings Yes No
Audio Yes No
Video Yes No
Discussion boards Yes No
Email correspondence with instructor Yes No
5. Did you use the online content as a regular part of your course work?
Daily 2-3 days a week Once a week Never
6. Which components of the online content did you find most useful?
Online textbook Very Somewhat Not Very Useless
Other online texts (workbooks, study guides) Very Somewhat Not Very Useless
PowerPoint or other visual presentations Very Somewhat Not Very Useless
Additional web linked resources and readings Very Somewhat Not Very Useless
Audio Very Somewhat Not Very Useless
Video Very Somewhat Not Very Useless
Discussion boards Very Somewhat Not Very Useless
Email correspondence with instructor Very Somewhat Not Very Useless
7. Use the space below to make any comments regarding your experience using online course content.
Souder, W. (2002). The effectiveness of traditional versus satellite delivery in three management of technology master’s degree programs. Retrieved September 20, 2008, from http://www.ajde.com/index.htm
Silvana Morgan 9-23-08 Which best describes your learning style?
Visual learner
Auditory learner
Kinesthetic learner
My questions focused on student learning styles. “For some students, the unique characteristics of distance learning tools facilitate better instruction than educational tools generally used in a traditional classroom…When the instructor provides visual cues, the visual learner may perform better in a distance learning class. Auditory learners can focus on the instructor’s words and generally listen better because there are fewer distractions, especially at sites where there is one person.” (Simonson, Smaldino, Albright, Zvacek, 2009) How often do you participate in class discussions?
I like to be an active participant.
I will occasionally enter the discussion if I have a relevant point to make.
I prefer to listen to the comments of others.
“Students who display a reluctance to speak out or join in discussions during class can find their ‘niche’ by utilizing text-based communication through computer conferencing or completing written assignments.” (Dabbagh & Bannan-Ritland, 2005) A distance learning class may offer a non-threatening environment to share information. When you receive a classroom assignment that is due two weeks, when do you typically begin the assignment?
Immediately
Within the first week
A day or two before the due date
Maddux (2004) identified four characteristics of the successful online learner: (a) independent and actively motivated to learn; (b) enjoys working independently; (c) skillful in structuring managing study time around other responsibilities; and (d) possesses excellent verbal and written communication abilities. A person who answers “c” may be less likely to manage study time effectively. References Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and Application. Columbus, OH: Merrill/Prentice Hall. Maddux, C. (2004). Developing online courses: Ten myths. Rural Special Education Quarterly. 23(2), 27-33.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at
a distance: foundations of distance education, (4th ed.). Boston: Pearson Allyn &
Bacon.
J.Bowen Learner Questions
1. Do you have access to a computer with high-speed Internet capabilities? Yes No According to Simonson, Smaldino, Albright and Zvacek (2007), “a minimum technology level needs to be required in order for online instruction to provide experiences equivalent to traditional instruction.” If students don’t have access to the appropriate technologies, distance learning would not be right for them. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education, (4th ed.). Boston: Pearson Allyn & Bacon. 2. Do you enjoy collaborating with others? Yes No Hofman (2002) explains in his article “one of the major strengths of internet-based distance learning is the collaboration between the instructor and students. Bulletin boards, chat rooms, electronic mail and white boards all force students to communicate with their instructor and each other.” If students are not interested in collaborating with others, distance learning courses might not be for them. Hoffman, D.W. (2002). Internet-based distance learning in higher education. Tech Directions. 62 (1), retrieved September 5, 2008, from Academic Search Premier database.
Paul Whitten's Learner Survey Questions
Question 1 How would you rate your ability to use a computer?
a. 0-1 – Novice (how do I turn it on?). b. 2-3 – Beginner (I can check my email). c. 4-5 – Intermediate (I downloaded the latest Metallica CD while blogging on my MySpace). d. 6-7 – Advanced (I know how bandwidth impacts internet use, I can download and upload files, I can troubleshoot various problems myself).
Justification: “A student who is under-prepared to engage in a distance learning course impacts the quality of the instruction that the faculty is able to provide to others in the virtual classroom” (Fink, 2002, p. 29). If an instructor has to take the time out of a traditional class to show a student how to open his or her textbook, or how to listen to a lecture, or where to submit assignments, the rest of the students would suffer. “The Internet has only been in existence since 1991, and online classes since 1994, so the majority of college students are probably not familiar with how to take a class online or even how to use the Internet. This is why training and support for students is so essential” (Levy, 2003).
Students need to rate themselves a 4 or above on this scale to be effective in an online distance education course. A score lower than that requires additional training, perhaps a CIS course requirement to familiarize learners with computers and the internet. Question 2 How confident are you in the technology that distance education incorporates?
a. Not confident b. No opinion c. Very confident
Justification: Students need to interact with instructors, material, and peers for a successful online course (Moore, 1989). The only way for students to successfully interact with everything is if they interact with the interface. “Increasing students’ confidence beliefs with technology might also lead to an increase in interaction” (Miltiadou, M. & Savenye, 2000). If confidence in technology increases interaction, then it is imperative that students in distance education be confident in the medium through which they interact. If a student is not confident in the technology, they would have a difficult time in an online course. Question 3 How will you handle a technology crisis? (This would be an open question.) Justification: Face-to-face instructors hear stories all the time about computers “losing” a student’s paper, printers not working, e-mail not being received, etc. Distance education harbors the possibility of many more technological crisis’s that could affect a student. If a learner is having problems with the home computer, do they have access to a library, campus, or friend who has the resources available for them to complete the homework? Valentine (2002) states that “Equipment and hardware malfunctions can be a great detriment to the effectiveness of distance learning.” Being prepared for these inevitable malfunctions will contribute to the success of the course. A response that shows that the learner has a “backup plan” indicates that the student is prepared and can adapt to the difficulties inherent in online education. If a student is only willing to make excuses or has no plan at all, they should consider not taking a distance education course. References Fink, M. L. (2002). Rethinking faculty support services. Syllabus: New Directions in Education Technology, 15(7), 27-29. Levy, S. (2003). Six factors to consider when planning online distance learning programs in higher education. Online Journal of Distance Learning Administration, 6(1). Retrieved on September 25, 2008, from http://www.westga.edu/~distance/ojdla/spring61/levy61.htm. Miltiadou, M., & Savenye, W.E. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. Educational Technology Review, 11(1). Retrieved September 26, 2008, from http://www.aace.org/pubs/etr/issue4/miltiadou.cfm. Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6. Valentine, D. (2002). Distance learning: Promises, problems and possibilities. Retrieved on August 29, 2003 from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
Megan Eyermann Learner Survey Questions
1. I am taking an online class because I believe that it will be easier than a traditional face-to-face class
A. True
B. False
2. I am taking an online because I am too busy to attend a traditional face-to-face class.
A. True
B. False
Justification: I'm tying these two together with the justification.I think that many students do not realize exactly how different a distance learning course is than a traditional face-to-face class. There is no instructor in the room reminding you that your assignment is due that week or to review the book because the midterm is next week. It is up to the student to make a conscious effort to log in and participate in the course. According to Roper, "One challenge facing an online student is the self-discipline required to devote adequate time to class in courses that might not have regularly scheduled times to meet synchronously online or in person" (2007). Personally, I think this is especially hard for students coming straight from high school that are accustomed to having someone constantly remind them of what is expected of them.
Some resources that may help you:
http://vcampus.mccvlc.org/index.asp?dir=%27welcome%27&content=%27YouReady.asp%27
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/selfEval.asp
http://surveycentral.uc.iupui.edu/onlineready.aspx
Aaron Itczak's Survey Questions
(Sorry that the format/chart is a bit messed up now) :)
I used some of our classmates' quotes from the debate papers. They were really good quotes that justified some of the questions I thought of--I hope that was okay! Do we edit each others questions--right here? We just start changing things around?
Students:
1. What does distance learning mean to you?
A right or wrong answer does not exist for this question. Its purpose is to evaluate the attitude of the student towards distance learning, which may also provide insight into the types of courses (resources) offered (additional information will be provided through the following questions). The effectiveness of distance learning is based on … instructor’s understanding of the target population and their instructional needs rather than excessive attention to innovation and delivery systems” (Omoregie, 1997).
2. What are your reasons for wanting (or not wanting) distance courses offered through our university?
Knowing the motivation and attitudes of the students (just like the instructors) is crucial. If students are looking for easy credits as opposed to unique learning opportunities, then the types of courses offered need to be reviewed. Academic dishonesty has the potential to occur more frequently in distance education courses because the instructor is not directly present. (Davis, Kennedy, Nowak, Raghuraman, & Thomas, 2000).
3. Please rank the following methods of distance education with 1 being the form you least like to use and 6 being the most.
_ Watch course on television
_ Online discussions/chats
_ Podcasting
_ Some in-class meetings
_ All through mail
_ Totally online (individual)
After all of the students have been surveyed, total the numbers for each category and rank them. This will distinguish the types of media is desired by the student population for distance education. Students are more apt to participate and be successful when they are provided choices in the education.
“Virtual educators view student participation as the key to a successful distance learning course” (Snyder, 2007).
References
Carlson, S. (2005). The net generation goes to college. The Chronicle of Higher Education. Retrieved September 20, 2008, from http://chronicle.com/free/v52/i07/07a03401.htm
Davis, S., Kennedy, K., Nowak, S., Raghuraman, R., & Thomas, J. (2000). Academic dishonesty and distance learning: Student and faculty views. Gale Cengage Learning. Retrieved September 13, 2008, from http://findarticles.com/p/articles/mi_m0FCR/is_2_34/ai63365187
Draves, W (2000). Teaching online. River Falls, Wisconsin: LERN Books
Omoregie, M. (1997). Distance education technology for the new millennium: Compressed video teaching. ZIFF Papiere. Hagen, Germany: Institute for Research into Distance Education. (Eric Document Reproduction Service No. ED 389 931).
Palloff, R. & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass
Snyder, T. (2007). Virtually real: Online teachers bring new energy and expertise to the traditional classroom. Edutopia, 3(6), 41.
Souder, W. (2002). The effectiveness of traditional versus satellite delivery in three management of technology master’s degree programs. Retrieved September 20, 2008, from http://www.ajde.com/index.htm
Valentine, D. (2002). Distance learning: Promises, problems and possibilities. Retrieved on September 20, 2008, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
Jennifer Werner's Learner Questions
Q1: What is your reason for taking a Distance Learning Course:
Answers:
A: I can not physically attend the course.
B: I can not attend the class at a specific time/place
C: The class does not fit into my existing attending schedule.
D: Convenience (I don’t WANT to attend a traditional class) A student’s reason for attending is important.
Justification: “…self-selection is important, as focus and motivation are necessary for success in a distance learning program” (Midkiff, 2000).
Q2:Do you consider yourself a focused and highly motivated student?
Answers:
A: Yes
B: No
C: Don’t know
Justification: “Distance learning programs, in general, target non-traditional students who tend to be focused and highly motiviated” (Midkiff, 2000).
Q3: Do you prefer a traditional course over a distance learning one?
Answers:
A: Yes
B: No
Justification: “If all other factors are equal, most students and faculty prefer live, in-person interaction as offered by traditional courses” (Midkiff, 2009).
References
Midkiff, Scott F. and DaSilva, Luiz A. (2000). Leveraging the web for synchronous
versus asynchronous distance learning. Received from
http://www.ee.vt.edu/~ldasilva/icee00.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education, (4th ed.). Boston: Pearson Allyn & Bacon.
Mark Sienicki - survey Qs
9/21/8 & 9/26/8
These are survey questions I created to survey students about their experience using online course content. I wanted to find out who had experience. What kind of experience they had and what assets they found most useful. These were college freshmen for the most part. For this reason, I decided to make some the language a bit general because some students may have had online experience prior to the survey, while others may have just begun using Blackboard for the first time this term. Questions 1, 2, 3, and 5 were purely exposure questions. I wanted to see how much actual experience there was "out there" vs. what I thought. Questions 4 and 6 were designed to find out what types of online instruction delivery systems (Hypertext docs, MS word docs, PPT, video, etc.)
Online Course Content Survey
Circle the answers below that best describe your experiences with online course content.
1. Have you taken a course anywhere that used an online component (ex. Website, Course Management Software)?
Yes No
2. Have you taken a course at PUC that used an online component (ex. Website, Course Management Software)?
Yes No
3. Have you taken a course at PUC that used the Blackboard Course Management System?
Yes No
4. Did the online course content include:
Online textbook Yes No
Other online texts (workbooks, study guides) Yes No
PowerPoint or other visual presentations Yes No
Additional web linked resources and readings Yes No
Audio Yes No
Video Yes No
Discussion boards Yes No
Email correspondence with instructor Yes No
5. Did you use the online content as a regular part of your course work?
Daily 2-3 days a week Once a week Never
6. Which components of the online content did you find most useful?
Online textbook Very Somewhat Not Very Useless
Other online texts (workbooks, study guides) Very Somewhat Not Very Useless
PowerPoint or other visual presentations Very Somewhat Not Very Useless
Additional web linked resources and readings Very Somewhat Not Very Useless
Audio Very Somewhat Not Very Useless
Video Very Somewhat Not Very Useless
Discussion boards Very Somewhat Not Very Useless
Email correspondence with instructor Very Somewhat Not Very Useless
7. Use the space below to make any comments regarding your experience using online course content.
Souder, W. (2002). The effectiveness of traditional versus satellite delivery in three management of technology master’s degree programs. Retrieved September 20, 2008, from http://www.ajde.com/index.htm
Valentine, D. (2002). Distance learning: Promises, problems and possibilities. Retrieved on September 20, 2008, from http://www.westga.edu/~distance/ojdla/fall53/valentine53.htm
Silvana Morgan
9-23-08
Which best describes your learning style?
My questions focused on student learning styles. “For some students, the unique characteristics of distance learning tools facilitate better instruction than educational tools generally used in a traditional classroom…When the instructor provides visual cues, the visual learner may perform better in a distance learning class. Auditory learners can focus on the instructor’s words and generally listen better because there are fewer distractions, especially at sites where there is one person.” (Simonson, Smaldino, Albright, Zvacek, 2009)
How often do you participate in class discussions?
“Students who display a reluctance to speak out or join in discussions during class can find their ‘niche’ by utilizing text-based communication through computer conferencing or completing written assignments.” (Dabbagh & Bannan-Ritland, 2005) A distance learning class may offer a non-threatening environment to share information.
When you receive a classroom assignment that is due two weeks, when do you typically begin the assignment?
Maddux (2004) identified four characteristics of the successful online
learner: (a) independent and actively motivated to learn; (b) enjoys working
independently; (c) skillful in structuring managing study time around other
responsibilities; and (d) possesses excellent verbal and written communication
abilities. A person who answers “c” may be less likely to manage study time effectively.
References
Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and
Application. Columbus, OH: Merrill/Prentice Hall.
Maddux, C. (2004). Developing online courses: Ten myths. Rural Special Education
Quarterly. 23(2), 27-33.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at
a distance: foundations of distance education, (4th ed.). Boston: Pearson Allyn &
Bacon.
J.Bowen Learner Questions
1. Do you have access to a computer with high-speed Internet capabilities?Yes No
According to Simonson, Smaldino, Albright and Zvacek (2007), “a minimum technology level needs to be required in order for online instruction to provide experiences equivalent to traditional instruction.” If students don’t have access to the appropriate technologies, distance learning would not be right for them.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education, (4th ed.). Boston: Pearson Allyn & Bacon.
2. Do you enjoy collaborating with others?
Yes No
Hofman (2002) explains in his article “one of the major strengths of internet-based distance learning is the collaboration between the instructor and students. Bulletin boards, chat rooms, electronic mail and white boards all force students to communicate with their instructor and each other.” If students are not interested in collaborating with others, distance learning courses might not be for them.
Hoffman, D.W. (2002). Internet-based distance learning in higher education. Tech Directions. 62 (1), retrieved September 5, 2008, from Academic Search Premier database.
Paul Whitten's Learner Survey Questions
Question 1How would you rate your ability to use a computer?
a. 0-1 – Novice (how do I turn it on?).
b. 2-3 – Beginner (I can check my email).
c. 4-5 – Intermediate (I downloaded the latest Metallica CD while blogging on my MySpace).
d. 6-7 – Advanced (I know how bandwidth impacts internet use, I can download and upload files, I can troubleshoot various problems myself).
Justification: “A student who is under-prepared to engage in a distance learning course impacts the quality of the instruction that the faculty is able to provide to others in the virtual classroom” (Fink, 2002, p. 29). If an instructor has to take the time out of a traditional class to show a student how to open his or her textbook, or how to listen to a lecture, or where to submit assignments, the rest of the students would suffer. “The Internet has only been in existence since 1991, and online classes since 1994, so the majority of college students are probably not familiar with how to take a class online or even how to use the Internet. This is why training and support for students is so essential” (Levy, 2003).
Students need to rate themselves a 4 or above on this scale to be effective in an online distance education course. A score lower than that requires additional training, perhaps a CIS course requirement to familiarize learners with computers and the internet.
Question 2
How confident are you in the technology that distance education incorporates?
a. Not confident
b. No opinion
c. Very confident
Justification: Students need to interact with instructors, material, and peers for a successful online course (Moore, 1989). The only way for students to successfully interact with everything is if they interact with the interface. “Increasing students’ confidence beliefs with
technology might also lead to an increase in interaction” (Miltiadou, M. & Savenye, 2000).
If confidence in technology increases interaction, then it is imperative that students in distance education be confident in the medium through which they interact. If a student is not confident in the technology, they would have a difficult time in an online course.
Question 3
How will you handle a technology crisis?
(This would be an open question.)
Justification: Face-to-face instructors hear stories all the time about computers “losing” a student’s paper, printers not working, e-mail not being received, etc. Distance education harbors the possibility of many more technological crisis’s that could affect a student. If a learner is having problems with the home computer, do they have access to a library, campus, or friend who has the resources available for them to complete the homework? Valentine (2002) states that “Equipment and hardware malfunctions can be a great detriment to the effectiveness of distance learning.” Being prepared for these inevitable malfunctions will contribute to the success of the course.
A response that shows that the learner has a “backup plan” indicates that the student is prepared and can adapt to the difficulties inherent in online education. If a student is only willing to make excuses or has no plan at all, they should consider not taking a distance education course.
References
Fink, M. L. (2002). Rethinking faculty support services. Syllabus: New Directions in Education
Technology, 15(7), 27-29.
Levy, S. (2003). Six factors to consider when planning online distance learning programs in
higher education. Online Journal of Distance Learning Administration, 6(1). Retrieved on September 25, 2008, from http://www.westga.edu/~distance/ojdla/spring61/levy61.htm.
Miltiadou, M., & Savenye, W.E. (2003). Applying social cognitive constructs of
motivation to enhance student success in online distance education. Educational
Technology Review, 11(1). Retrieved September 26, 2008, from
http://www.aace.org/pubs/etr/issue4/miltiadou.cfm.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance
Education, 3(2), 1-6.
Valentine, D. (2002). Distance learning: Promises, problems and possibilities. Retrieved on
August 29, 2003 from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html
Megan Eyermann Learner Survey Questions
1. I am taking an online class because I believe that it will be easier than a traditional face-to-face class
A. True
B. False
2. I am taking an online because I am too busy to attend a traditional face-to-face class.
A. True
B. False
References
Roper, A. (2007). How students develop online learning skills. Educause Quaterly 30(1). Retrieved September 26, 2008 from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/HowStudentsDevelopOnlineL/40009